Copyright Goodheart-Willcox Co., Inc. Chapter 1 The Teaching Profession 25 She assured me that this would be a challenge, but that it was one she was sure that I could meet. She reminded me just how many of these students needed enthusiastic teachers who cared about them. She predicted that I would learn from them, as well as about them. It was at that moment I decided to prove that I could be an inspiring teacher. Before I started teaching, I thought anyone could be a good teacher. I was going to touch young lives and be everyone’s favorite teacher. Students would come to me and share their secrets. I would prepare and deliver meaningful lessons that would change lives. In the summers, I would travel the world. No one told me what teaching was really going to be like. These are the things I never knew. I never knew that I would spend infinite evenings planning lessons that would be met by rolling eyes, groans, and complete apathy. I never knew that in the rare case that a new lesson went off brilliantly, the fire alarm would sound and the rest of the class time would be lost forever. I never knew how many homework assignments could be “lost.” I didn’t realize that I would often feel more stress over giving a failing grade to a student than the student receiving it. I didn’t know that students wouldn’t always give me the respect I thought all teachers deserved (even though I was known for my silly teacher impersonations when I was in middle school). I now know the exhilaration of creating a lesson that leaves students buzzing as they leave the room. I know how it feels to work in an atmosphere with other intelligent and like-minded staff that pull together and help one another. Back then, I didn’t know how appreciative I would be when a holiday card was laid on my desk or when a ‘thank you’ escaped a smiling face. I didn’t know how I would learn to laugh at myself. I now know that I laugh when I trip over an electrical cord in front of 30 13-year-olds. No one told me that I would be haunted at night by a conversation with one of my many students who have traumatic home lives. Take Eli for example. His mother overcame a drug addiction, but couldn’t find a job that paid enough for basic expenses. She and Eli ended up living on the streets. I didn’t find out about Eli’s situation right away. It became apparent over time. I know I can’t solve all my students’ problems, but I have seen that listening to and encouraging them are gifts I can give. During breaks, I find myself wondering how “my kids” are doing. Most of all, I did not know that I would feel so needed. I have discovered that teaching happens in one-on-one relationships. Often, I’m teaching my students that they are capable and able to learn. I try to convey why reading, writing, and communication skills are so important by making my lessons connect with their lives. My life is so varied. No two days are the same. No two students are the same. My days are filled with planning lessons, grading assignments, following through on discipline issues, and keeping up on individual student needs. As a first-year teacher, I am creating every learning activity from scratch. Sometimes, I’m so busy living each day that I forget why I became a teacher—because I care deeply about cultivating minds and spirits. There aren’t many people who get to witness these profound changes in people on a daily basis. My life is very full and satisfying. All things considered, teaching is a lifestyle and a career choice that is right for me. Analyze It! After reading Perspectives on Teaching, analyze Arianna’s comment about her decision to teach. “Before I started teaching, I thought anyone could be a good teacher.” Cite evidence from Arianna’s narrative that either supports or does not support this statement. Discuss your points of evidence with the class.